Characterisation of best practices in the development of cross-curricular competences in Vocational Education and Training: case study in the Basque Country

Sagardia, Ana Eizagirre; Bengoetxea, Jose Inazio Imaz; Rekalde-Rodríguez, Itziar

doi:10.1080/13636820.2017.1392998

Cited by 11 publications

(7 citation statements)

References 5 publications

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“…According to Bakhshi et al, Olmos-Rueda and Villardón-Gallego et al [22,28,38], young people who left the educational system without obtaining the compulsory basic qualifications find it difficult to join and/or remain in educational, social and employment settings, because they have limited TCs, among other reasons [36]. These competences are strong enablers of the integration of knowledge, values and attitudes in real-life situations [17,39].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Activities should be varied and rely on real or realistic situations to foster experiential learning, since practice promotes learning [43,44]. However, students do not always readily accept an active role, as this requires a greater involvement in their learning process [17]. In this sense, reflection complements action.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Using a broad range of evaluation tools and techniques allows information on various aspects to be triangulated from several participants. Eizagirre et al [17] proposed writing qualitative assessment reports as an alternative to the traditional report card based on quantitative criteria.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…These competences have been studied from different perspectives in research and education, including the psychological, pedagogical, social and occupational [12,[17][18][19][20][21][22]. The varied approaches have resulted in different terminology and nuances in how they are defined, depending on the standpoint and purpose [23].…”

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confidence: 99%

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Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

et al. 2020

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(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students’ needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

et al. 2020

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“…También, se debe mejorar la efectividad de la formación profesional, propiciando interacciones de calidad entre los distintos participantes del sistema educativo y el componente empresarial, asegurando coherencia entre lo que se ofrece y las demandas en habilidades en los egresados (Bolli et al, 2018). Lo anterior, se suma a la importancia de avanzar alineado con los cambios tecnológicos, por consiguiente, resulta vital enfocar los esfuerzos en el estímulo y el aumento de competencias transversales, a partir de la educación superior, teniendo en cuenta componentes como las particularidades de las empresas, las dinámicas de enseñanza y aprendizaje, al igual que las innovaciones educativas (Eizagirre, et al, 2017).…”

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Factores que inciden en el aprendizaje en gestión tecnológica e innovación en estudiantes de administración mediante el modelo de aceptación tecnológica

et al. 2020

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The objective of this study was to identify the factors that influence learning in technology management and innovation in management students in Medellin (Colombia) through the model of technological acceptance. A quantitative and correlational methodology was used, based on an exploratory factor analysis and a confirmatory factor analysis. Information was collected with a questionnaire based on the Likert scale and a survey was applied to a sample of 411 students. The results showed the importance of self-efficacy, userfriendliness and perceived utility as drivers of learning processes and acceptance of the value of technology and innovation management. However, there are still some gaps in the training processes, such as lack of subjects, contents and sufficient information around the subject. It is concluded that relevant training in this field can be decisive to increase the employability of management professionals and to increase the contribution to the improvement of business competitiveness and sustainability.

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Initial vocational education and training in a second chance school in Andalusia (Spain): A case study

2019

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Since the last decade of the twentieth century, school systems have confronted the dialectic between those increasingly widespread policies primarily aimed at increasing productivity and efficiency and other policies focussed on equity and educational and social inclusion. In this inherently contradictory scenario, in order to improve their inclusive capacity, school systems usually design programmes aimed specifically for delivery to their most vulnerable students. Paradoxically, these differentiated programmes can themselves produce or enhance outcomes of segregation. To highlight this dilemma, in this article, we present the case of a second chance Spanish school, which has developed an alternative educational model explicitly intended to reduce these effects. Specifically, we analyse its Initial Vocational Education and Training Program, which is constructed for those students who, given their problematic scholastic trajectory, do not have even the possibility of completing lower secondary education. As a result, they run a serious risk of early school leaving, of unemployment and of social exclusion. Although this is a single case study, the model developed by this school offers various pedagogical alternatives to conventional programming that could be applied, with appropriate adjustments to local circumstances, in other national and international contexts.

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Characterisation of best practices in the development of cross-curricular competences in Vocational Education and Training: case study in the Basque Country

Cited by 11 publications

References 5 publications

Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

Factores que inciden en el aprendizaje en gestión tecnológica e innovación en estudiantes de administración mediante el modelo de aceptación tecnológica

Initial vocational education and training in a second chance school in Andalusia (Spain): A case study

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